Northcote College STRATEGIC PLAN - 2018-2021 ut prosim aliis
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Northcote College
STRATEGIC PLAN
2018-2021
ut prosim aliis
1Introduction
The school which is now Northcote College was founded in 1877.
Positive learning relationships are at the heart of Northcote College. We recognise that each ākonga/learner is important and unique. We work hard to
create an environment where ākonga/learners are happy, thrive academically, enjoy the co-curricular opportunities available and share positive values.
The success of ākonga/learners at Northcote College is a reflection of the commitment of the akonga/learners themselves and also a reflection of the
commitment of parents, teachers and others who guide, support, inspire and encourage students to achieve their best. Successful learning for students at
Northcote College does not occur in isolation; we are part of a local community, a city, a nation and a global community.
We have high expectations of ourselves and for ākonga/learners.
Northcote College values are:
Respect for self
Respect for others
Respect for the environment
Vision:
Successful learning for all ākonga/learners
Our vision is to maximize the potential of each ākonga/learner across the total learning experience in an environment where they are challenged, where
there are high expectations and where opportunities for excellence* abound.
We aim for every student to have both educational success and skills and knowledge for work and life
(Source: MoE 4 year plan 2015)
We aim for every student to be a confident, connected, actively involved lifelong learner.
(NZ Curriculum and Outcome Indicators pages 18 and 19 of ERO School Evaluation Indicators)
Continuous improvement will be achieved through a process of noticing, investigating, collaborative sense making, prioritising to take action and monitoring
and evaluating impact (ERO Effective School Evaluation, 2015, page 40). The process will be evidence based including the voices of ākonga/learners,
parents/whānau and teachers.
* Excellence is defined as in the NZC:
‘Students will be encouraged to value excellence by aiming high and persevering in the face of difficulties.’ Page 10 NZC
2The Big Picture:
Our vision of success for all ākonga/learners in terms of wellbeing, development and success is described below.
We want students to be comfortable with who they are and to be inclusive of others. We want students to be resilient and optimistic, and to establish
and maintain positive relationships. We want students to be active and to take responsibility and to be responsible. We want them to feel included,
cared for, safe and secure. For students to be life-long learners they need strong literacy and mathematical understanding and to be digitally
literate. They need to be curious and to know how to learn and where to go for information and they need to be able to think critically and
creatively and to respond to change.
This vision of success is derived from the ERO learner-focused outcome indicators below:
Confident in their identity, language and culture as citizens of Aotearoa New Zealand
Students:
• are confident in their identity, language and culture
• value diversity and difference: cultural, linguistic, gender, special needs and abilities
• represent and advocate for self and others
• promote fairness and social justice and respect human rights
• use cultural knowledge and understandings to contribute to the creation of an Aotearoa New Zealand in which Māori and Pākehā recognise each
other as full Treaty partners
• show a clear sense of self in relation to cultural, local, national and global contexts.
Socially and emotionally competent, resilient and optimistic about the future1
Students:
• enjoy a sense of belonging and connection to school, whānau, friends and the community
• feel included, cared for, and safe and secure
• establish and maintain positive relationships, respect others’ needs and show empathy
• are able to take a leadership role and make informed and responsible decisions
• are physically active and lead a healthy lifestyle
• self-manage and show self-efficacy
• are resilient and adaptable in new and changing contexts.
3A successful lifelong learner
Students:
• demonstrate strong literacy and mathematics understanding and skills and achieve success across the learning areas of The New Zealand
Curriculum and/or Te Marautanga o Aotearoa
• are curious and enjoy intellectual engagement
• draw on multiple perspectives and disciplinary knowledge to actively seek, use and create new knowledge and understandings
• are technologically fluent and take a discerning approach to the use of technology
• are digitally fluent, using a range of e-learning tools to enhance learning
• who are Māori enjoy education success as Māori
• confidently tackle challenging tasks and are resilient and persevering in the face of difficulties and failure
• use multiple strategies for learning and problem solving
• collaborate with, learn from, and facilitate the learning of others
• set personal goals and self-evaluate against required performance levels
• develop the ability to reflect on their own thinking and learning processes
• in primary education achieve success in relation to National Standards in mathematics, reading, and writing
• in post-primary education achieve success at levels 1, 2 and 3 of the National Certificate of Education Achievement (NCEA)
• determine and participate in coherent education pathways that connect to further education or employment.
Participates and contributes confidently in a range of contexts – cultural, local, national and global2
Students:
• think critically and creatively, applying knowledge from different disciplines in complex and dynamic contexts
• are energetic and enterprising, effectively navigating challenges and opportunities
• work collaboratively to respond to problems not previously encountered, developing new solutions and approaches
• understand, participate in, and contribute to cultural, local, national and global communities
• are critical, informed, active and responsible citizens
• can evaluate the sustainability of a range of social, cultural, economic, political and environmental practices
• are ethical decision makers and guardians of the world of the future.
Source: Source: School Evaluation Indicators, ERO, 2015
http://www.ero.govt.nz/publications/school-evaluation-indicators/outcome-indicators/
42018-2021 Strategic Goals/Outcomes for Students
1. By 2021 95% of all Northcote College leavers/18 year olds will achieve NCEA Level 2 (including 95% of Maori, Pasifika and boys)
2. By 2021 80% of Northcote College leavers will be engaged in tertiary study one year after leaving school (including 80% of Maori, Pasifika and boys)
Strategic Approaches 2018-2021 to support the achievement of our Strategic Goals/Outcomes for Students
1. Professional Learning
All staff engaged in professional learning and teaching as inquiry
To strengthen students’ agency and resilience
To understand and implement 21stC pedagogy
To build our capacity to personalise learning for, and with, Māori learners, to ensure they enjoy educational success (Tātaiako).
2. Educationally powerful connections
All staff developing educationally powerful connections and relationships with parents, families, whānau
3. Pathways
Build student capability to determine and participate in future-focussed education pathways that lead to further education and employment (p19
Education Outcome indicators)
Values, Key Competencies, Learning Areas and Principles
Directions for learning at Northcote College are driven by the Vision, Values, Key Competencies, Learning Areas and Principles of the New Zealand
Curriculum.
See Appendix 1.
http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum
Cultural Diversity
Northcote College policies and practices reflect New Zealand’s cultural diversity and the unique position of the Māori culture. Education Act s61(3)(a)(i).
The school is committed to offering Te Reo Māori and Tikanga Maori at all year levels. The school is committed to Te Whānau o te Kakano.
National Requirements
The Northcote College Board of Trustees is guided by and accepts the requirements and responsibilities set out in the National Educational Goals (NEGs)
https://education.govt.nz/ministry-of-education/legislation/negs/ and National Administrative Guidelines (NAGs) https://education.govt.nz/ministry-of-
education/legislation/nags/
NB: The 2017 Education Amendment Act 2017 has changed the planning and reporting rules for schools.
Strategic plans will reflect how the school intends to achieve the objectives for the education system and the Government’s priorities contained in its statement of National Education and Learning Priorities (NELP), and incorporate any outcomes agreed to by
any Community of Learning that the school belongs to. Schools will need to develop a new strategic plan every four years in consultation with the school community, including families and whānau, staff, students (as appropriate) and any other person, group or
organisation they consider ought to be consulted. The strategic plan will be assessed by the Ministry for quality rather than process requirements. Annual implementation plans will contain more detail about the school’s individual actions and targets for the
following year. The implementation plan does not have to be provided to the Ministry, thus streamlining the process for schools.
https://education.govt.nz/assets/Documents/Ministry/Legislation/Ed-Act-Update-Factsheets/Ed-Act-Update-FS-4-Improving-planning-and-reporting.pdf
5Practices and Processes
Northcote College recognises the importance of the following indicators of school effectiveness and we evaluate policies and practices against these
indicators in a continuous cycle of improvement.
http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/
Domain 1: Stewardship
The board actively represents and serves the school and education community in its stewardship role
The board scrutinises the effectiveness of the school in achieving valued student outcomes
The board evaluates how effectively it is fulfilling the stewardship role with which it has been entrusted
The board effectively meets its statutory responsibilities
http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/#domain-1-stewardship
Domain 2: Leadership for equity and excellence
Leadership collaboratively develops and pursues the school’s vision, goals and targets for equity and excellence
Leadership ensures an orderly and supportive environment that is conducive to student learning and wellbeing
Leadership ensures effective planning, coordination and evaluation of the school’s curriculum and teaching
Leadership promotes and participates in teacher learning and development1
Leadership builds collective capacity to do evaluation and inquiry for sustained improvement
Leadership builds relational trust and effective collaboration at every level of the school community
http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/#domain-2-leadership-for-equity-and-excellence
Domain 3: Educationally powerful connections and relationships
School and community are engaged in reciprocal, learning-centred relationships
Communication supports and strengthens reciprocal, learning-centred relationships
Student learning at home is actively promoted through the provision of relevant learning opportunities, resources and support
Community collaborations enrich opportunities for students to become confident, connected, actively involved, lifelong learners
http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/#domain-3-educationally-powerful-connections-and-relationships
Domain 4: Responsive curriculum, effective teaching and opportunity to learn
Students learn, achieve and progress in the breadth and depth of The New Zealand Curriculum and/or Te Marautanga o Aotearoa
Students participate and learn in caring, collaborative, inclusive learning communities
Students have effective, sufficient and equitable opportunities to learn
Effective, culturally responsive pedagogy supports and promotes student learning
Assessment for learning develops students’ assessment and learning-to-learn capabilities
http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/#domain-4-responsive-curriculum-effective-teaching-and-opportunity-to-learn
Domain 5: Professional capability and collective capacity
A strategic and coherent approach to human resource management builds professional capability and collective capacity
Systematic, collaborative inquiry processes and challenging professional learning opportunities align with the school vision, values, goals and targets
Organisational structures, processes and practices enable and sustain collaborative learning and decision making
Access to relevant expertise builds capability for ongoing improvement and innovation
http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/#domain-5-professional-capability-and-collective-capacity
Domain 6: Evaluation, inquiry and knowledge building for improvement and innovation
Coherent organisational conditions promote evaluation, inquiry and knowledge building
Collective capacity to do and use evaluation, inquiry and knowledge building sustains improvement and innovation
Evaluation, inquiry and knowledge building capability facilitates engagement with external evaluation and the wider education community
http://www.ero.govt.nz/publications/school-evaluation-indicators/process-indicators/#domain-6-evaluation-inquiry-and-knowledge-building-for-improvement-and-innovation
6Northcote College Annual Plan for 2018
2018-2021 Strategic Goals/Outcomes for Students
1. By 2021 95% of all Northcote College leavers/18 year olds will achieve NCEA Level 2 (including 95% of Maori, Pasifika and boys)
2. By 2021 80% of Northcote College leavers will be engaged in tertiary study one year after leaving school (including 80% of Maori, Pasifika and boys)
2018-2021 Strategic Approaches to support the achievement of our Strategic Goals/Outcomes for Students
1. Professional Learning
All staff engaged in professional learning and teaching as inquiry
• To strengthen students’ agency and resilience
• To understand and implement 21stC pedagogy
• To build our capacity to personalise learning for, and with, Māori learners, to ensure they enjoy educational success (Tātaiako).
2. Educationally powerful connections
All staff developing educationally powerful connections and relationships with parents, families, whanau.
3. Pathways
Build student capability to determine and participate in future-focussed education pathways that lead to further education and employment (p19 Education Outcome
indicators)
7Project/Actions/Important Strategies 2018
Connections Pathways Professional Learning
Home School Northcote Curriculum Design Tātaiako 21st C Pedagogy Student Wellbeing
Partnership Community of Project
Project (Teacher Learners
Led Innovation
Fund)
Senior Leadership Senior Leadership Senior Leadership Team Senior Leadership Senior Leadership Senior Leadership
Team Member Team Member Member responsible: Team Member Team Member Team Member
responsible: responsible: Sam McNaughton responsible: responsible: responsible:
Sam McNaughton Vicki Barrie Deputy Principal Karen Russell Karen Russell Mike Dudley
Deputy Principal Principal See 2018 Pathways Deputy Principal Deputy Principal Assistant Principal
See 2018 Home and See 2018 NCOL Plan and Transitions Plan See 2018 Tātaiako See 2018 21stC See 2018 Student
School Partnership Plan Pedagogy Plan Agency and Resilience
Plan Plan
Ideas: Ideas: Ideas: Ideas: Ideas: Ideas:
Create more Develop greater Junior curriculum review Each teacher to Establish what 21stC Identify areas for
opportunities for consistency in assessing determine a personal learning looks like at change/development
parents and whanau to against curriculum levels Consider ways to develop Tātaiako challenge. Northcote College. from student Wellbeing
effectively support their (Source: NC ERO report specific pathways for and Me and My School
child’s learning at 2016) junior students who are Incorporate cultural Work on ensuring surveys.
school. (Source: TSP not succeeding in the competencies into the students think critically
survey 2017) Continue to build on current curriculum. school’s appraisal and talk about what they Find ways to help
positive relationships (Source: NC ERO report processes. (Source: NC are learning. (Source: students manage stress
with whānau Māori, to 2016) ERO report 2016) TSP survey 2017) and anxiety.
grow partnerships in
learning and support the Year 11 Flexible Learning Encourage all Māori Work on ensuring Stage 2 PB4L
development of plans to Option? learners to take further students have
continue building Māori advantage of opportunities to interact
students’ achievement. Consider reduced opportunities in te reo with information to
(Source: NC ERO report assessments and reduced Māori, kapa haka, critique and create
2016) courses? mentoring and support. knowledge, and
(Source: NC ERO report transform it. (Source:
Introduce Unitec 4+1 2016) TSP survey 2017)
Idea for Maori student
achievement.Our aim is Evaluate the extent to Actively seek the Ensure every student has
95% Maori students which the curriculum expertise of the local challenging (stretch)
getting NCEA level 2 by reflects te ao Māori, to community, hapu and iwi learning goals. (Source:
2021. Next years Year 9 ensure that Māori TSP survey 2017)
is the 2021 Year 12. language and cultural
Currently NCEA leaver identity are recognized and Investigate strategies
level 2 success is 88% promoted through all that support Māori and
overall, 78% PI 68% learning areas and Pasifika learners to make
Maori. If we have 30 pathways. (Source: NC accelerated progress in
8Maori students enrolled ERO report 2016) their learning (Source:
for Year 9 2018 and NC ERO report 2016)
nothing changes 10 of Encourage all Māori
them won’t get NCEA learners to take further Student Agency and
level 2. We need to tell advantage of opportunities Resilience
parents this. Invite in te reo Māori, kapa haka,
every Maori family mentoring and support. Improve our
enrolled for Year 9 2018 (Source: NC ERO report understanding of growth
to a meeting. Visit the 2016) mindset research.
homes or work or have
individual meetings with Support our local Deepen our
those who don’t/can’t community by ensuring understanding of Angela
come to the meeting. Ask students have Duckworth’s work on
about hopes and dreams. opportunities to actively ‘Grit’.
Complete the Whanau contribute in ways valued
Education Action plan. by the community. Support our local
Todd says he can do (Source: TSP survey 2017) community by ensuring
some visits. Set up these students have
students with a mentor? Build collaboration with the opportunities to actively
Ask parents what would local community so that contribute in ways valued
help.Track their progress their expertise can be used by the community.
and report to SLT and to support learning in class (Source: TSP survey
BoT. or other school activities. 2017)
(Source: TSP survey 2017)
Develop explicit
instruction in learning
Ensure we are clear about strategies (such as goal
the purpose of all learning. setting, self-monitoring
Develop our ability to be and deliberate practice)
critical and creative in that enable students to
relation to what we teach. take control of their
learning, develop meta-
Consult on ideas for senior cognitive skills, self-
timetable including: regulate, and develop
5 day cycle – teaching self-efficacy and agency.
time. (Source: ERO Process
5 subjects instead of 6 Indicators Domain 4))
Independent
projects/cross
curricular/workshops
Semesters/multi teachers
one class
9Other Actions/Areas of Work 2018 Resources/Sources of Information and Evidence
1. Work to increase time available to teachers for inquiry, planning, A framework for transforming learning in schools: Innovation and the spiral of
collaboration, evaluation and professional learning. inquiry (Timperley, Kaser, Halbert)
2. Work to protect teaching time from unnecessary interruptions. Tātaiako: Cultural Competencies for Teachers of Maori Learners
(Source: TSP survey 2017) https://educationcouncil.org.nz/sites/default/files/Tataiako.pdf
3. Property developments to support learning Educationally powerful connections with parents and whanau, ERO Report,
4. Sport Northcote Project November 2015
5. Develop a communication plan and style guide for the school to improve http://www.ero.govt.nz/assets/Uploads/ERO-Educationally-Powerful-Connections-
communication with parents, whanau and perception of the school in the FINAL.pdf
community. Review website and social media and school apps. Raising student achievement through targeted actions, ERO Report, December
6. Improve Maori student attendance rates. 2015
7. Update school wide appraisal to reflect the new Code of Professional ERO School Evaluation Indicators, 2016
Responsibility and Standards for the Teaching Profession. http://www.ero.govt.nz/assets/Uploads/ERO-15968-School-Evaluation-
8. Plan for future roll growth Indicators-2016-v10lowres.pdf
9. Trial digital assessments in readiness for more digital assessment in the ERO Effective Internal Evaluation for Improvement 2016
future. http://www.ero.govt.nz/assets/Uploads/Effective-internal-evaluation-for-
improvement.pdf
Ministry of Education 4 year Plan 2016-2020
https://education.govt.nz/assets/Uploads/4YP-Plan-on-a-Page-A4-2016.pdf
Our Code Our Standards: Code of Professional Responsibility and Standards for
the Teaching Profession
https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Stan
dards%20web%20booklet%20FINAL.pdf
Northcote College School Leaver Achievement and Destination Profile Data 2016
NZC Key Competencies
10Appendix One
NZ Curriculum in Summary
VISION P8 KEY COMPETENCIES P12
What we want for our young people. Capabilities for living and lifelong learning
Young people who are: • Thinking
• Confident • Using language, symbols, and texts
• Connected • Managing self
• Actively involved • Relating to others
• Lifelong learners • Participating and contributing
VALUES P9 LEARNING AREAS P16
To be encouraged, valued and explored Important for a broad general education
• Excellence • English
• Innovation, inquiry, and curiosity • The arts
• Diversity • Health and physical education
• Equity • Learning languages
• Community and participation • Mathematics and statistics
• Ecological sustainability • Science
• Integrity • Social sciences
• Respect • Technology
• DCT??
CURRICULUM PRINCIPLES P9 EFFECTIVE PEDAGOGY Pages 34-36
Foundations of curriculum decision making Teacher actions promoting student learning
• High expectations Students learn best when teachers:
• Treaty of Waitangi • Create a supportive learning environment
• Cultural diversity • Encourage reflective thought and action
• Inclusion • Enhance the relevance of new learning
• Learning to learn • Facilitate shared learning
• Community engagement • Make connections to prior learning and experience
• Coherence • Provide sufficient opportunities to learn
• Future focus • Inquire into the teaching learning relationship
Adapted from “From the New Zealand Curriculum”
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